The effects of two strategic and meta-cognitive questioning approaches on children's explanatory behaviour, problem-solving, and learning during cooperative, inquiry-based science

Gillies, Robyn M.; Nichols, Kim; Burgh, Gilbert; Haynes, Michele

doi:10.1016/j.ijer.2012.02.003

Cited by 39 publications

(33 citation statements)

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“…Nastasi, Clements, and Battista (1990) argued that higher level cognitive processes develop as a result of learners' engagement with cognitive conflicts and their resolution during social interactions. Gillies et al (2012) also demonstrated that teachers can engage students in higher-level thinking through scaffolding during classroom interactions. The cause of cognitive progress due to constructive social interactions is attributed to socio-cognitive conflicts (Psaltis, Duveen, & Perret-Clermont, 2009).…”

Section: Theoretical and Empirical Backgroundmentioning

confidence: 93%

“…They stressed the need to examine how teachers' pedagogical approaches influence students' SRL. Similarly, [ 7 _ T D $ D I F F ] Gillies, Nichols, Burgh, and Haynes (2012) argued that teacher's intervention in guiding social interactions is critical to engage students in high level thinking and learning.…”

Section: Srl -A Conceptual Frameworkmentioning

confidence: 99%

“…Constructive social interactions play a key role in promoting SRL (Jones et al, 2008), social reasoning, and higher level thinking ([ 1 3 _ T D $ D I F F ] Gillies et al, 2012). For social interactions to be constructive, it is necessary that the participants develop new cognitive coordinations (Doise & Mugny, 1984).…”

Section: Constructive Social Interactionsmentioning

confidence: 99%

See 2 more Smart Citations

Social interactions that support students’ self-regulated learning: A case study of one teacher's experiences

Alvi

Gillies

2015

International Journal of Educational Research

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Section: Theoretical and Empirical Backgroundmentioning

confidence: 93%

Section: Srl -A Conceptual Frameworkmentioning

confidence: 99%

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Social interactions that support students’ self-regulated learning: A case study of one teacher's experiences

Alvi

Gillies

2015

International Journal of Educational Research

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“…It appeared that helping students to make their thinking explicit had a positive effect on the learning that occurred. Similarly, Gillies, Nichols, Burgh, and Haynes (2012) found that when students have been trained to ask cognitively challenging questions where they probe and interrogate information during cooperative, guided inquiry science, they demonstrate more helping discourses or discourses known to mediate learning such as explanations and elaborations and they obtain higher reasoning and problem-solving scores than student who have not been taught how to ask these types of questions. In short, Herrenkohl et al and Gillies et al demonstrate the positive learning outcomes that students achieve when they have been taught how to communicate scientifically with each other.…”

Section: Role Of Representationsmentioning

confidence: 96%

The effects of scientific representations on primary students’ development of scientific discourse and conceptual understandings during cooperative contemporary inquiry-science

Gillies

Nichols

Khan

2015

Cambridge Journal of Education

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Teaching students to use and interpret representations in science is critically important if they are to become scientifically literate and learn how to communicate their understandings and learning in science. This study involved 248 students (119 boys and 129 girls) from 26 grade 6 teachers' classes in nine primary schools in Brisbane, Australia. Teachers were randomly allocated by school to one of three conditions: the contemporary science + representations condition (Experimental a ), the contemporary condition (Experimental b ), or the comparison condition as they participated in an eight-week inquiry-science unit on Natural Disasters. Data on students' discourse were collected at two time points during the implementation of the unit and data on the concept maps were collected preand post-intervention while data on the reasoning and problem-solving (RP-S) task were collected following the intervention. The results show that when students participate in an inquiry-based science unit that is augmented with a variety of multimedia resources presenting a range of current contemporary events (Experimental a and Experimental b conditions), they demonstrate significantly more social language and basic scientific language and marked increases in moderate scientific language than their peers in the comparison condition. Interestingly, although there were no significant differences on the Personal Concept Map scores between the conditions at Times 1 and 2, the students' scores in all conditions improved decidedly across time. It appears that as the children had more time to engage with the material, participate in cooperative peer discussions, and receive encouragement from their teachers to provide elaborated feedback to each other, their conceptual understandings of earthquakes were enhanced. However, although the children in the experimental conditions demonstrated significantly more social and scientific language than their peers in the comparison condition, these oral language skills did not transfer to the RP-S task, possibly because they may not have had enough time to consolidate their application in a novel context where they had to work independently.

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“…Setiap tahapan PBL mempunyai tingkatan kesulitan yang berbeda, namun tahapan yang paling sulit dilakukan dalam pemanfaatan PBL adalah meeting the problem, karena masalah yang dipergunakan sebagai bahan pembelajaran adalah masalah kompleks yang mengandung banyak elemen ilmu yang berperan untuk menjelaskan suatu fenomena alam ataupun kejadian, hal ini seperti dinyatakan oleh Chin & Chia (2005), yang menyatakan bahwa kesulitan peserta didik belajar dengan menggunakan pembelajaran PBL adalah menentukan prolem yang tidak jelas (ill strukture) dalam bidang biologi, yang mana kesulitan peserta didik diatasi dengan banyak diskusi bersama teman atau keluarga. Berdasarkan kesulitan menemukan pertanyaan atau masalah yang ill structure di saat pertama belajar, ada situasi yang memaksa peserta didik bertanggungjawab untuk berkomunikasi dan berdiskusi dengan orang lain di waktu memulai pembelajaran, sehingga menjadi dasar terbentuknya keterampilan berkomunikasi dan menjalin net-working seperti yang diharapkan di era globalisasi, hal ini didukung oleh Gillies, et al, (2012) yang menyatakan bahwa pertanyaan peserta didik dalam proses investigasi, berperan pada proses berpikir kreatif dengan menjelaskan ide dan pengalaman baru, mengembangkan pemahaman baru untuk memecahkan masalah. Pertanyaan memainkan peran penting dalam belajar bermakna dan berinvestigasi melalui inkuiri yang menjadi sumber potensial untuk belajar dan mengajar, sehingga setiap tahapan PBL memuat inkuiri yang perlu diselesaikan oleh peserta didik yang melatihkan keterampilan berpikir, karena struktur pertanyaan terdapat dalam operasional berpikir kritis, krative dan pemecahan masalah (Chin & Osborne, 2008).…”

Section: Latar Belakangunclassified

Penguasaan Fakta, konsep, Prosedur dan Metakognisi melalui Pertanyaan di Pembelajaran Problem Based Learning Biologi

et al. 2016

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Penelitian bertujuan mengetahui pengaruh pembelajaran problem based learning terhadap penguasan fakta, konsep, prosedur dan metakognisi pada pembelajaran problem based learning pada pelajaran biologi. Penelitian merupakan quasi eksperiment dengan populasi penelitian adalah peserta didik kelas 10 SMAN 4 Surakarta, dengan 2 kelas sebagai sampel penelitian kontrol dan perlakuan. Penentuan sampel menggunakan purposive random sampling untuk dua kelas yang mempunyai kesamaan kemampuan dengan uji F(32;0,05)=3,998. Analisis pertanyaan peserta didik sebelum dan sesudah menggunakan pembelajaran problem based learning menggunakan kualifikasi pertanyaan berdasarkan Taksonomi Bloom. Data dianalisis dengan anacova. Hasil penelitian menunjukan bahwa pembelajaran problem based learning mempengaruhi penguasaan pertanyaan ditinjou dari jumlah pertanyaan pada pengetahuan fakta, konsep, prosedur namun tidak untuk metakognisi.Keywords: problem based learning, pertanyaaan, fakta, konsep, prosedur, metakognisi LATAR BELAKANGRumah, lingkungan dan sekolah merupakan stimulus untuk belajar yang bermanfaat untuk pendewasaan individu dalam rangka menghadapi dan menyelesaikan masalah di era globalisasi yang sarat dengan kompleksitas: sosial, kultural, ekonomi politik yang berdampak pada metodologi instruksional di pendidikan (McFarlane, 2013). Metodologi instruksional dalam pembelajaran merupakan stimulus belajar yang berupa interaksi antara guru dengan peserta didik dan antara peserta didik melalui media, ceramah, penjelasan dan tanya jawab yang tersusun dalam satu rangkaian pembelajaran dalam bentuk model pembelajaran, salah satunya adalah problem based learning (PBL). Pemanfaatan PBL dalam pembelajaran merupakan bagian dari pendidikan untuk memperbaiki keterampilan yang diperlukan di abad 21 yang bermanfaat menyelesaikan tantangan di era globalisasi (Ravits, et al, 2012). Berbagai macam keterampilan yang diperlukan untuk menghadapi tantangan di abad 21 menurut Silva (2008); Darling-Hammond, (2010) adalah berpikir ekspert dan kompleks, yang keduanya memerlukan proses berpikir tingkat tinggi/High Order Thinking (HOT), sebagaimana dinyatakan oleh Osborne (2013) yang menyatakan bahwa keterampilan berpikir yang diharapkan di abad 21 adalah berpikir: analisis, sintesis dan evaluasi. Keterampilan dasar yang diperlukan di abad 21, selain keterampilan berpikir, adalah: komunikasi oral dan tulisan, berpikir kritis dan pemecahan masalah, profesionalisme dan etika kerja, team work dan kerjasama, adaptasi dengan berbagai kelompok, pemanfaatan teknologi, managemen dan kepemimpinan (Trilling & Fadel, 2009). Dengan demikian PBL adalah pembelajaran yang dapat mengakomodasi untuk memenuhi kebutuhan di era globalisasi, karena proses merupakan latihan yang membuat semua peserta didik terlibat aktif secara fisik dan psikis yang terlihat dengan pertanyaannya.PBL adalah pembelajaran yang mempunyai tahapan: 1) meeting the problem; 2) problem analiysis and learning issuees; 3) discovery and reporting, solution presentation and reflection; 4) overview, int...

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The effects of two strategic and meta-cognitive questioning approaches on children's explanatory behaviour, problem-solving, and learning during cooperative, inquiry-based science

Cited by 39 publications

References 40 publications

Social interactions that support students’ self-regulated learning: A case study of one teacher's experiences

Social interactions that support students’ self-regulated learning: A case study of one teacher's experiences

The effects of scientific representations on primary students’ development of scientific discourse and conceptual understandings during cooperative contemporary inquiry-science

Penguasaan Fakta, konsep, Prosedur dan Metakognisi melalui Pertanyaan di Pembelajaran Problem Based Learning Biologi

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